A presença ainda incomum do homem nos ambientes da Educação Infantil: motivações para ingresso e permanência de profissionais de Campo Grande-MS

Abstract

This work is linked to the research line: “Educational Practices, Teachers'/Educators' Training in School and Non-School Spaces”, from the Postgraduate Program in Education - Social Education Concentration Area, Pantanal Campus, of the Federal University of Mato Grosso do Sul (UFMS) and the Childhood and Early Childhood Education Studies and Research Group (GAPIEI-UFMS). Its object of research is the presence of male pedagogue teachers, acting in early childhood education in the school network of the municipality of Campo Grande - MS. In this context, this work elected as a general objective: to understand from their trajectory the reasons for entry and permanence of male pedagogue teachers in early childhood education. There are also specific objectives: to identify what motivated these teachers to work in early childhood education; to check the degree of satisfaction of male teachers in early childhood education and if they intend to remain active in this area; discuss the importance of the presence of men in the early childhood education environment. For understanding the issues presented, this study adopts a qualitative approach, being qualified as field and explanatory. Regarding the subjects, three male educators were selected, with the criterion that they were acting as class teachers in the aforementioned network. As for the instrument for data collection, semi-structured interviews were used, which were recorded in audio, transcribed and analyzed in a dialectical way, which allowed to highlight specificities of the speech of each participant. The research brings as its foundation the historical developments of how women have become a reference for the care of young children, highlighting the close relationship between the concepts of maternal love and care and education in day care centers. It is also presented that in Brazil the right to day care center was established through feminist movements, which contributed to the fact that historically these work environments are associated with the image of female professionals. In general, the data obtained revealed that, in relation to the male presence in early childhood education, in the same way that maternity is a requirement for women to exercise teaching with young children, also men try to follow the same road, using paternity as an argument to occupy this space, which reinforces a welfare view of this educational level.

Keywords: Motherly love; male and female roles; caring and educating.